for go math training – you will need a copy of chapter one (print or digital)
DESCRIPTION
For Go Math Training – You will need a copy of Chapter One (print or digital). Go to the elementary website Hover over PD Click Summer PD 2014 Under Go Math! Training (Day 1) click: Go Math Chapter One Teacher Editions Click your grade level. Go Math! Training Grade Two. 6.18.14 - PowerPoint PPT PresentationTRANSCRIPT
For Go Math Training – You will need a copy of Chapter One (print or digital)
1. Go to the elementary website2. Hover over PD3. Click Summer PD 20144. Under Go Math! Training (Day 1) click: Go Math
Chapter One Teacher Editions5. Click your grade level
Go Math! TrainingGrade Two
6.18.14Dean Avenue Conference Center
Agenda
1. Welcome & Agenda Overview
2. Go Math Organization and Curriculum Guides
3. Critical Success Factors for the Implementation of Go Math
4. Framework for Teaching Go Math (+Tech Integration)
5. Critical Success Factors for the Implementation of Go Math
6. Go Math Pacing and Assessment
7. Available Resources + Centers
8. Satisfaction Survey
9. Dismissal
Norms
Active Listening:• Self-monitor use of electronics
• Follow along, take notes, etc… on your computer during the presentation today
• Raise hand for individual assistance (so we can see you!)
• Avoid working on other tasks – stay focused on the topic at hand
• Work with a partner or small group
New Website
elementary.dmschools.org
Scavenger Hunt
2
GO MATH!2015 Covers look different than the 2012 Covers
GO MATH: CHAPTER ORGANIZATION
Chapter Organization
Go Math: Organization
Go Math: Content Development
2012 or 2015?
2012• Resources on Think Central
(including Teacher Editions)
• Interactive White Board Lessons
2015• Teacher Edition on Website
• Teacher Edition on Table (even more updates)
Go Math: Organization
New to 2015 – Not in the current Chapter One Usage will be optional
Vocabulary Game
Vocabulary Writing Prompt
Lesson Practice and Homework
GO MATH: CURRICULUM GUIDE
FORMAT
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Go Math: Curriculum Guide
Suggested Chapter PacingAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.
Year One of implementation will be a learning process.
In planning – Check Chapters before and after and prior grade levels and next. Example: What strategies that are taught in 2nd grade may not make sense without looking at the strategies that were taught in 1st grade.
GO MATH: CRITICAL SUCCESS
FACTORS
Go Math: Critical Success Factors
Go Math: Critical Success Factors
The following elements have been identified as critical success factors for the implementation of the Go Math materials during the 2014-2015 school year.
Go Math: Critical Success Factors
Launching the Chapter
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
“Engage” Digital LessonDaily
“Explore” Lesson Daily
Hands-on Manipulatives
Guided Practice: “Explain” - Share and Show
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
“Engage” Digital LessonDaily
“Explore” Lesson Daily
Hands-on Manipulatives
Guided Practice: “Explain” - Share and Show
Quick Check: Create Groupings
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Trainer daily
Students not in small group will complete “On Your
Own” and Math Centers.
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Management + Organization
Plan for differentiated instruction using Think Central Resources.
Management system for use of technology.
Organization of manipulatives
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Management + Organization
Plan for differentiated instruction using Think Central Resources.
Management system for use of technology.
Organization of manipulatives
Intervention
Tier 3
Fastt Math
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Management + Organization
Intervention
GO MATH: FRAMEWORK FOR
TEACHING
Go Math: Framework for Teaching
Go Math: Framework for Teaching
A Framework for Beginning our Implementation of the Go Math Materials
• This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!”
• Adjustments in regards to pacing and timing may be needed to meet the needs of students.
• This should be considered a starting point as we work to become more efficient with the Go Math materials.
FRAMEWORK FOR TEACHING:
LAUNCHING THE CHAPTER
Go Math
Launching a New Chapter:
Review Prerequisite Skills Activity Administer ‘Show What You Know’ Pre-assessment Preview Chapter Vocabulary Introduce Chapter Centers Send home School-Home Letter
Go Math
Review Prerequisite Skills Activity (prior to the pre-assessment)Launching a New Chapter:
Go Math
Review Prerequisite Skills Administer ‘Show What You Know’ Pre-assessment
Launching a New Chapter
Tier 2 + 3 Students for Chapter 1
• Same group of students for the entire chapter. • Students who need additional assistance with
chapter concepts.
Intervention
What is Tier 1, Tier 2, Tier 3…
Tier 1 = The Core
Tier 2 = Small group intervention during 75 minute math block with a teacher (classroom or support)
Tier 3 = Additional small group intervention outside of math block (or within a 90 minute math block) provided by a teacher (classroom or support)
• Can be SPED or general education student
Go Math: Pre-Assessment
Go Math: Pre-Assessment
Show What You Know Pre-Assessment Formative Assessment
Administered: Prior to beginning each chapter
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Support small group instruction through the
Data Teams process
• Identify Tier 2 and Tier 3 students for the chapter
• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter
• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted
Go Math: Pre-Assessment
Show What You Know Pre-Assessment How will I know if a student is Tier 2 or Tier 3?
Go Math
Review Prerequisite Skills Activity Administer ‘Show What You Know’ Pre-assessment Preview Chapter Vocabulary Introduce Chapter Centers Send home School-Home Letter
Launching a New Chapter:
Do these activities the day before starting
Lesson 1.1
Go Math
Launching a New Chapter: Review Prerequisite Skills Activity Administer ‘Show What You Know’ Pre-assessment Preview Chapter Vocabulary (Developing Math Language and Vocabulary Builder) Introduce Chapter Centers Send home School-Home Letter
Chapter One Scavenger Hunt: Find Tier 2 Prerequisite Skill Activity – Identify resources needed Find ‘Show What You Know’ Pre-assessment – How will you administer this? Find Developing Math Language page – Choose an activity Find Vocabulary Builder Identify the first 3 - 5 Grab and Go Centers listed
FRAMEWORK FOR TEACHING GO
MATH
Go Math
The Math Block: 75 – 90 minutes/day Daily Math Review
Mental Math 2 – 5 Problems
Whole Group Concept Development Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Differentiated Instruction Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
Daily Math Review + Mental Math
Math Block: 75 – 90 minutes/day Daily Math Review Mental Math 2 – 5 Problems
Daily Math Review + Mental Math
(15 min maximum)
We will be providing DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR.
Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year.
Will the purpose and expectations of Daily Math Review be the same as this year?The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter.
Go Math: Common Questions
Daily Math Review + Mental Math
elementary.dmschools.org
Go Math
The Math Block: 75 – 90 minutes/day Daily Math Review
Mental Math 2 – 5 Problems
Whole Group Concept Development Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Differentiated Instruction Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
Whole Group Concept Development (5)
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE EXPLAIN
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE INTRODUCTION
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
• What are the benefits to using a simple interactive video to begin the lesson?
• How will you use the Engage Video to introduce the lesson?
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE
WHOLE GROUP
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Do students need to complete the student edition pages?
Ideas:• Interactive White Board• Perforated Pages • Hands-on Manipulatives
Whole Group Concept Development
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
ENGAGE EXPLORE EXPLAIN
GUIDED PRACTICE + FORMATIVE
ASSESSEMNT
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Whole Group Concept Development
Math Block: 75 – 90 minutes/day Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Formative Assessment: Quick Check
FORMATIVE ASSESSMENT
Students needing additional support with lesson concept
Differentiated Instruction(20-35 min)
Formative Assessment: Quick Check
Formative Assessment: Quick Check
Quick CheckFormative Assessment
Administered: Mid-Lesson DAILY (Explain)
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Measure student understanding of Whole
Group Instruction (Explore)
• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction
• Indicator of student readiness for independent practice and problem solving
• Real time adjustment to teaching and learning
Formative Assessment
• Students needing additional support with lesson concept
• These students do not need intense support• Different students daily
Tier 2 + 3 Students for Chapter 1
• Same group of students for the entire chapter. • Students who need additional assistance with Chapter
Concepts• Could be SPED or Gen-ed• Different students each chapter
Quick Check Students
VS.
Quick Check: DailyShow What You Know: 1 per Chapter
Go Math
The Math Block: Daily Math Review Mental Math 2 – 5 Problems Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Chapter One Scavenger Hunt: Read through the 1.1 Explore lesson – Identify resources needed Find 1.1 Interactive White Board Lesson on Think Central – Will you utilize this? Find the 1.1 Quick Check – How will you check the quick check quickly?
Go Math
The Math Block: 75 – 90 minutes/day Daily Math Review
Mental Math 2 – 5 Problems
Whole Group Concept Development Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Differentiated Instruction Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
Intervention
What is Tier 1, Tier 2, Tier 3…
Tier 1 = The Core
Tier 2 = Small group intervention during 75 minute math block with core teacher (or support)
Tier 3 = Additional small group intervention outside of math block (or within a 90 minute math block) provided by support staff (or core)
• Can be SPED or general education student
*Differentiated Instruction Resources
Go Math: Differentiated Instruction
Small Group Intervention Resources…• Personal Math Trainer – Adaptive Intervention Program
• Prerequisite skills and concepts
• Tier 2 and 3 students identified through Show What You Know
• September District PLC will focus on introducing Personal Math Trainero May be available before the District PLC
Go Math: Personal Math Trainer
Personal Math Trainer• Students will have unlimited practices on
key concepts supported by guided examples, step-by-step solutions, and video tutorials.
• PMT analyzes each student’s personal strengths, weaknesses, preferences, and learning pace.
• Generates reports for teachers so instruction can be tailored to meet the students’ needs.
• PMT will automatically prescribe and create standards-based, personalized interventions for the students up to two grade levels below the current grade level.
Go Math: Differentiated Instruction
Small Group Intervention Resources…• Tier 2 Activity available on Think Central
• 10 Minute lesson – same content – new way
• Tier 2 and 3 students identified through Show What You Know
• Students also identified through Quick Check
• Currently available through 2012 Teacher’s Edition. Will be available on Think Central – as a link when Think Central is updated.
Go Math: Differentiated Instruction
How to access Tier 2 Lesson on 2012 Think Central:
1. Open the Teacher’s Edition
2. Find the current lesson of instruction. The page prior to the Engage will provide the Tier 2 lesson.
Go Math: Differentiated Instruction
Small Group Intervention Resources…• Strategic and Intensive Intervention Guides
• Tier 2 and Tier 3 Interventions (available for both SPED and general ed)• Utilized for additional intervention
Concept/Skill Prerequisites
Go Math: Differentiated Instruction
The next few slides outline what the Differentiated Instruction component may look like in a classroom.
Thoughts to consider…• It will take 1 – 4 weeks to establish an effective small group instruction
structure and routine. • Extra time has been built into chapter one at all grade levels
• The small group instruction format will vary by school/classroom depending on the support staff available.
• Interventions/Small Groups can be led by a classroom or support teachers.
Go Math: CORE Differentiated Instruction
Differentiated Instruction
Independent/ Collaborative Work
20 minutes
10 minutes: Tier 2 Activity available on Think Central
Small Group Instruction3 – 5x per week
Support Staff Push in/Pull Out During this
Time
10 minutes: Guided Practice or Personal Math Trainer
Tier 2 and Tier 3 students for the chapter (could be SPED or Gen Ed)
Students needing more support with a particular lesson
Formative Assessment
• Students needing additional support with lesson concept
• These students do not need intense support• Different students daily
Tier 2 + 3 Students for Chapter 1
• Same group of students for the entire chapter. • Students who need additional assistance with Chapter
Concepts• Could be SPED or Gen-ed• Different students each chapter
Quick Check Students
VS.
Quick Check: DailyShow What You Know: 1 per Chapter
Differentiated Instruction
Small Group Instruction
(1-2x per week)
20 minutes
20 minutes on Personal Math
Trainer (Adaptive
Prerequisites)
Go Math: Differentiated Instruction Tier 2 and Tier 3 students for the
chapter (could be SPED or Gen Ed)Students needing more support
with a particular lesson
10 minutes Guided
Practice with Teacher
10 minutes Math Centers
10 minutes On Your Own Skill
Practice
10 minutes Advanced Learners
Activity with Teacher
Support Staff Push in
/ Pull Out During this
Time
Special Education + Intervention
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
ENGAGE
EXPLAIN
EXPLORE
Small Group Instruction
Independent / Collaborative
Personalized Learning
Core Whole Group Instruction
Whole Group Concept
Development(20 min)
Problem Solving(15 min)
What if a Special Education student is out
of the room during whole group?
SPED students will be in the classroom for Core
Whole Group Instruction.
Education student is Can a SPED student
miss Daily Math Review in order to
receive SPED services?Maybe. It depends on the students and their
needs and ability levels.
Go Math: Special Education + Intervention
Math Block: 75 – 90 minutes/day
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
Where do Special Education minutes fit into The Math Framework?Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time.
What might the classroom look like during the additional 15-20 minutes of Intervention? What are Tier 3 SPED students missing during intervention?One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers.
Differentiated Instruction
(20 min)
Differentiated Instruction(35-40 min)
Math Block: 75 – 90 minutes/day
Go Math
Go Math
The Math Block: Daily Math Review Mental Math 2 – 5 Problems Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check Differentiated Instruction
Teacher Small Group Independent/Center Work Personal Math Trainer
Chapter One Scavenger Hunt: Find the On Your Own for Lesson 1.1 Brainstorm ideas with a partner on how to structure your small group time in the math
block
Go Math
The Math Block: 75 – 90 minutes/day Daily Math Review
Mental Math 2 – 5 Problems
Whole Group Concept Development Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Differentiated Instruction Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
Go Math
Daily Math Review + Mental Math
(15 min maximum)
Whole Group Concept
Development(20 min)
Differentiated Instruction
(20 min)
Problem Solving(15 min)
Math Block: 75 – 90 minutes/day Problem Solving
Interactive White Board
Go Math
The Math Block: Daily Math Review Mental Math 2 – 5 Problems Whole Group Concept Development
Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check Differentiated Instruction
Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
Chapter One Scavenger Hunt: Find the Problem Solving in Lesson 1.1 Find the Problem Solving section of the Interactive White Board Lesson for Lesson 1.1 Brainstorm ideas with a partner on how you will use the Interactive White Board for
Problem Solving
Go Math
The Math Block: 75 – 90 minutes/day Daily Math Review
Mental Math 2 – 5 Problems
Whole Group Concept Development Engage Digital Lesson Explore – Whole Group Content Explain Guided Practice
Quick Check
Differentiated Instruction Teacher Small Group Independent/Center Work Personal Math Trainer
Problem Solving Interactive White Board
GO MATH: CRITICAL SUCCESS
FACTORS
Go Math: Critical Success Factors
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Show What You Know Pre-Assessment
Vocabulary Activity
Vocabulary Builder
Grab and Go Centers
School-Home Letter
Grade 1 – 5: beginning of school year
Grade K: start of second semester
15 minutes maximum
2-5 multi-step mental math problems daily
“Engage” Digital LessonDaily
“Explore” Lesson Daily
Hands-on Manipulatives
Guided Practice: “Explain” - Share and Show
Quick Check: Create Groupings
Go Math: Critical Success Factors
Launching the Chapter
Daily Math Review + Mental Math
Whole Group Concept Development
Formative Assessment
Differentiated Instruction
Problem Solving
Utilize Problem Solving Interactive White Board
example
15 minutes minimum daily
Small Group Instruction 3-5x week for students in need of
additional support.
Small Group Instruction 1-2x week for Advanced
Students.
Students Needing Additional Support: Personal Math
Tutor daily
Students not in small group will complete “On Your
Own” and Math Centers.
Management + Organization
Plan for differentiated instruction using Think Central Resources.
Management system for use of technology.
Organization of manipulatives
Intervention
Tier 3
Fastt Math
MATH ASSESSMENT PLAN
WHAT WILL PLC / DATA TEAMS LOOK LIKE IN 2014-
2015?
How might the Data Team/PLC structure look different in 2014-2015?
Having conversations around what instruction will look like at the teacher and student level.
– Focus on the use of Go Math– Engagement techniques within Go Math– Opportunities for collaborative practice using the new materials
and technology.– Use of the Show What You Know assessment to differentiate
instruction and plan for small group time.
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Show What You Know Pre-Assessment Formative Assessment
Administered: Prior to beginning each chapter
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Support small group instruction through the
Data Teams process
• Identify Tier 2 and Tier 3 students
• Diagnose student needs for small group interventions based on prerequisite concepts needed for the chapter
• Identify gaps in whole group prerequisite skills – Whole group instruction will be adjusted
Elementary Math Assessment Plan
Show What You Know Pre-Assessment Formative Assessment
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Quick CheckFormative Assessment
Administered: Mid-Lesson DAILY (Explain)
Developed by: Go Math
Located: Teacher and Student Editions
Purpose: • Measure student understanding of Whole
Group Instruction (Explore)
• Guidance to teacher on areas that are not attained and need to be re-taught in Small Group Instruction
• Indicator of student readiness for independent practice and problem solving
• Real time adjustment to teaching and learning
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Chapter Posttest (Recommended)
Formative / Summative Assessment
Administered: End of a chapter
Developed by: Go Math (Revised by Data Teams/PLC)
Located: Assessment Guide (Think Central)
Purpose: • Measure attainment of standards from chapter
• Give guidance to teacher to reteach, change strategies, and identify student needs before end of semester/year
• Predictor of success on standards based assessments
• Possibly used as part of a student grade
• Identify content not mastered – Daily Math Review
How Might PLC / Data Teams Look Different?
Posttest Data Team RECOMMENDED Structure
Assess your readiness level:
• How frequent Math Data Teams meet
• Use of the data to differentiate instruction
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Quarterly District Standard AssessmentDistrict Standards Based Assessment
Administered: Quarterly
Developed by: Go Math (Revised by DMPS District Team)
Located: Math Website (Available in August)
Purpose: • Comprehensive measure grade level attainment of
standards
• Use to inform instructional pacing and strategies
• Possibly used as part of student grade determination
• Evaluate Go Math as a system
• Assist in identifying gaps in all previously instructed standards – Daily Math Review
Math Data Teams
elementary.dmschools.org
Elementary Math Assessment Plan
Elementary Math Assessment Plan
Scholastic Math Inventory (SMI)External Interim Assessment
Administered: Fall, Winter, Spring
Developed by: Scholastic
Located: SAM
Purpose: • Monitor student progress towards Algebra
Readiness
• Show what needs to be addressed to meet student needs
• Assess Fact Fluency for FASTT Math Intervention Groups
• Assist in identifying gaps in prerequisite skills – Daily Math Review
Elementary Math Assessment Plan
How Might PLC / Data Teams Look Different?
Pretest Data Team OPTIONAL Structure
Assess your readiness level:
• How frequent Math Data Teams meet
• Familiarity with Go Math materials in order to differentiate
Elementary Math Assessment Plan
Chapter Pretest(Optional)
Common Formative Assessment
Administered: Prior to beginning a chapter
Developed by: Go Math (evaluated and revised by Data Teams/PLCs)
Located: Assessment Guide (Think Central)
Purpose: • Support whole group instruction through the data
team process
• Allows for customization of instructional content to optimize the time spent teaching specific objectives
Elementary Math Assessment Plan
GO MATH RESOURCES
Go Math
AVAILABLE RESOURCES
Technology Interactive White Board Lessons Fastt Math Engage Digital Lesson Personal Math Trainer Interactive Student Edition iTools Professional Development Videos
Strategic and Intensive Intervention Guides Tier 2 Lessons on Think Central (through
Teacher’s Edition) Grab and Go Centers
Games Literature Activity Activity Book
Bold – Access DailyItalic – Will be available through Think Central soon
Go Math: Differentiated Instruction
Grab and Go Centers
Activity Cards (A): Ready- made, easy-to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment.
Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension.
Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups.
Go Math: Math Centers
Go Math: Math Centers
Go Math: Math Centers
Go Math: Math Centers
“Good-to-Knows” about the Grab and Go Kits
• Organizing a chapter at a time will make managing the components simpler. Some activities, games, and literature books may occur in future chapters.
• Each activity card (blue, orange or purple) needs a student copy from the grab and go teacher book and sometimes other materials too. (Dice, counters, base ten blocks)
• Some of the manipulatives required for the activity only come with paper/fold manipulatives so before you turn in old manipulatives – you may want to check on what you need for the centers and Tier 2 activities.
• There is only 1 literature book and 1 copy of the game. You will probably need to make more copies of the game boards.
Go Math
AVAILABLE RESOURCES
Technology Interactive White Board Lessons Fastt Math Engage Digital Lesson Personal Math Trainer Interactive Student Edition iTools Professional Development Videos
Strategic and Intensive Intervention Guides Tier 2 Lessons on Think Central (through
Teacher’s Edition) Grab and Go Centers
Games Literature Activity Activity Book
Bold – Access DailyItalic – Will be available through Think Central soon
Go Math: Think Central
Go Math: Think Central
Go Math: Think Central
Go Math: Scavenger Hunt
Let’s find some resources… Log on to Think Central
Under Resources – Click List Select Grade Level, Math, and English Find Resources
Interactive White Board Lessons – Problem Solving Teacher Edition – Tier 2 Lesson Grab & Go Activity Guide Other Think Central Resources
Log on to the New Elementary Website Find Curriculum Guide for Chapter One Find Year at a Glace for Chapter One
Review Pacing
https://www.surveymonkey.com/s/elementarysummerpd
COLLABORATE, PLAN, AND EXPLORE
PLEASE COMPLETE THE SURVEY:HTTPS://WWW.SURVEYMONKEY.COM/S/ELEMENTARYSUMMERP
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